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MirandaNet Fellowship Profiles (MirandaNet Archive - as of March 2015)
I am an ICT teacher by trade. I am currently undertaking full time doctoral studies at the Institute of Education, whilst contributing to the PGCE ICT course. I also do a bit of ICT coursework moderation and a bit of ICT teaching when I can. My primary research interest is the ICT curriculum in secondary schools, as far as relevance and content are concerned. In particular, I am interested in practitioner and student perspectives of the ICT curriculum, and what practice looks like ‘on the ground’ in terms of how the ICT National Curriculum programme of study and ICT qualification syllabi are implemented. This is certainly an area that has been poorly represented in literature and Government research. This interest in ICT as a ‘subject’ was fashioned out of several years of teaching ICT in secondary schools. I taught a number of discrete ICT qualifications at key stages four and five, whilst also delivering ICT discretely at key stage three. I became interested in the design and content of qualifications. I asked myself a number of questions: Why are ICT qualifications designed as they are? What line of thinking determines their content? How appropriate is the content in relation to the needs of students as far as entry into the workplace and higher education are concerned, as well as considering the social and leisure related needs of students? A narrow focus on ‘qualifications’ can be extended out to consider the ICT curriculum as a whole. This interest came about from not only my teaching experience, but also from student and teacher feedback. Students would question why they had to learn certain topics or practice particular skills, especially when certain practical skills had already been developed at home. In my mind, this raised questions as to the effectiveness of the ICT curriculum in schools, and sparked an interest in further exploring student and teacher perceptions. This set me off onto my journey into doctoral studies.
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